本研究旨在探討臺北市教學輔導教師試辦學校推動教學輔導教師制度的歷程，藉以瞭解試辦學校推動的策略、成功的關鍵與困境之突破。本研究以2所試辦國民小學為研究對象，採半結構式訪談、焦點團體訪談等質性研究方法，並輔以文本分析蒐集資料。本研究發現如下：試辦學校推動教學輔導教師制度的策略與歷程，主要包括觀察與評估、計畫、宣導、凝聚共識、實施、檢討改進等6個階段；推動成功的關鍵在於學校行政有組織、有系統的計畫與推動、教學輔導教師積極投入形成學習型組織，以及教學輔導教師支持性系統的建立，進而形塑同儕互動、經驗分享的校園文化。最後，根據研究結果，提出若干建議，以作為推動教學輔導教師制度及未來研究的參考。

The purpose of this study is to investigate the implementation of mentor teacher program for experimental schools in Taipei, so as to understand the strategy, and critical factors to success, as well as the way to overcome predicaments. The target subjects were two experimental elementary schools. The research methods were semi-structured interviews, textual analysis, and focus group interviews. Findings of this study are as follows: the promotion strategy and process of mentor teacher program for experimental schools are mainly composed of observing, evaluating, planning, promoting, reaching a consensus, practicing, reviewing, and improving. The key to success lies in the fact that the school administration promote the plan systematically, encouraging mentor teachers to involve themselves actively in establishing learning organizations and supportive systems, creating a culture of peer interaction and experience sharing in school. According to the findings, the authors make several suggestions for mentor teacher programs elementary schools and mentor teachers; they also make some suggestions for further research.